Brenda M. Nordstrom MSN, RN-BC, CHPN Baker College School of Nursing. Brenda Nordstrom MSN, RN-BC, CHPN No Conflict of Interest

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1 Brenda M. Nordstrom MSN, RN-BC, CHPN Baker College School of Nursing Brenda Nordstrom MSN, RN-BC, CHPN No Conflict of Interest Analyze the gap between evidence and current practice of pain management education Examine common myths, misconceptions, and attitudes regarding pain Discuss elements of a successful pain management education program 1

2 Approximately 100 million people experience chronic pain The financial cost of pain, including lost productivity, is greater than $600 billion Leads to decreased productivity and potential job loss Exacerbates depression, fear, anxiety, and anger Reduces ability to carry out social roles Increases physiological stress Diminishes immunocompetency, decreases mobility, increases risk of pneumonia and thromboembolism among other physical effects Diminishes quality of life (IOM, 2011) Personal Experience As a CHPN and a Hospice QA Manager, noted ineffective pain management occurred too frequently As a Nursing Clinical Instructor working in LTC setting, noted facility nurses disagreed that non-verbal patients were expressing pain Personal pain experience, physician and office nurse unaware of need to treat nerve pain different from nociceptive pain Opioids severely restricted, yet no alternatives given PCP not aware of adjuvant meds - especially for nerve pain The Joint Commission Reports pain is more prevalent in America than cancer, diabetes & heart disease combined Created a Pain Management Standard in 2001 In 2010, a follow up study reported that approximately 80% of patients surveyed still experienced moderate, severe or extreme pain after surgery despite all of the interventions used to manage their pain. (Zacharoff, 2013) HCAHPS 2015 report national average of 71% for patient satisfaction with pain management falls below the 76% target. (CMS, 2017) 2

3 IOM 2011 Report Relieving Pain in America There are gaps in knowledge and competencies related to pain assessment and management, cultural attitudes about pain, negative and ill-informed attitudes about people with pain, and stereotyping and biases that contribute to disparities in pain care (p.9) Recognizes that nurses are essentially responsible for pain management (p. 203) There is a need to sensitize and educate nursing students about misconceptions and personal biases that affect their clinical behavior (p. 203) Pain Education Pre-Licensure AACN (2008) BSN nurses should be implementing evidencebased nursing interventions as appropriate for managing the acute and chronic care of patients Multiple studies report this is not occurring Nursing students world-wide receive insufficient pain education Insufficient pain management education during nursing school is cyclical Nursing students have misconceptions about pain Nursing students have misconceptions & personal biases that affect clinical behavior (Chan & Chow, 2014) There is a knowledge and skill set deficit regarding pain management among nursing students who, upon graduation, become nurses who then bring the deficit with them when they provide patient care. Experienced nurses continue to be educated on how to manage pain yet evidence indicates that current education does not illicit change in behavior. 3

4 Lewis, C., Corley, D., Lake, N., Brockopp, D. (2015). Overcoming barriers to effective pain management: The use of professionally directed small group discussions. Strongest biases toward 1. Unconscious & mechanically ventilated 2. Patients with addiction 3. Patients who attempted suicide Misconceptions related to 1. Respiratory depression 2. Placebos 3. Pain behaviors 4. Inability to assess cognitively impaired Gretarsdottir, E., Zoega, S., Tomasson, G., Sveinsdottir, H., & Gunnarsdottir, S. (2017). Determinants of knowledge and attitudes regarding pain among nurses in a university hospital: A cross-sectional study. Knowledge & Attitude deficits identified Average total score = 68.8% (K&A-RSP scores range 35.4% %) 1. Pain behaviors especially ability to sleep 2. Dependence vs. Addiction 3. Adjuvant medications 4. Willingness to give increased IV opioid dose when appropriate 5. Equianalgesics Bernhofer, E., Hosler, R., Karius, D. (2016). Nurses written responses to pain management values education: A content analysis. Four themes identified 1. Understanding the patient 2. Importance of pain education 3. Nurse s self-awareness 4. Interpretation of personal values Nurses who learned how their personal values affect their pain management decisions described new insights into their own approach to pan management. 4

5 Knowledge and Attitudes Survey Regarding Pain (Ferrell & McCaffery, 2014) 1. Visible signs always accompany pain & can verify pain existence & severity. False: Even with severe pain, adaptation occurs, leading to periods of minimal or no signs of pain. Lack of pain expression does not necessarily mean lack of pain. 2. Sleep equals pain relief. False: People may sleep as a means to cope with unrelieved pain. 3. Everyone who takes an opioid will become addicted. False: Depends on their personal risk of addiction. Screen for risk factors: a family history of addiction, a personal history of alcohol and drug abuse, or certain psychiatric disorders. Use of recreational drugs increases likelihood of prescription pain medication addiction. Addiction is often confused with tolerance & physical dependence! 5

6 4. It s unsafe to give opioids to children or the elderly. False: Opioids are safe as long as they are adjusted to past history of opioid use. Children will also need dose adjusted to their size & weight. 5. Opioids are frequently associated with respiratory depression. False: Respiratory depression can occur. However, in long term stable dosing, this will not occur. With short term or acute pain, titrate up based on history of opioid use Sedation will ALWAYS precede respiratory depression 6. If a person doesn t ask for pain medication, then they don t have pain. False: Some cultures consider asking for pain medication a sign of weakness, however, if asked, they will admit they need pain relief. Some patients don t want to be viewed as a pest or complainer and won t volunteer information. Others fear being seen as a drug seeker. 7. If a person asks for a specific pain medication, or an increase in the dose of pain medication, they are drug seeking. Creating your pain management education module 6

7 Address myths, misconceptions, & attitudes before the mechanics of pain management Utilize clinical vignettes (Ferrell & McCaffery, 2014) Myths, Misconceptions, Attitudes, Bias, Values, Judgements Be sure to define the vocabulary May elicit negative emotions May become defensive Psycho-social assessment is just as important as the physical assessment City of Hope Psychosocial Pain Assessment Form Shirley Otis-Green, MSW, LCSW Role Play or actually conduct an assessment of a chronic pain patient Assess pain history Respect past difficulties, traumas, abuse Identify past strengths and coping skills 7

8 Importance of word choices during interview Physical Pain Assessment Type of pain affects choice of intervention Utilizing intensity scale vs. assessment of functionality & QOL Nurse driven interventions Distraction, massage, relaxation, music, art, humor, guided imagery, acupressure, mindfulness, acceptance, diet..... Allow time to practice 8

9 Take time to assess your audience Don t assume you know what they need to know Determining nurses knowledge and attitude regarding pain is essential in the process of improving pain management and pain education. Mentoring and consistent reinforcement is more effective than yearly staff development / education Be engaging!! Change isn t driven by knowledge it s driven by emotion Gretarsdottir, et al., 2017 Resources American Academy of Pain Medicine. (2013). Use of opioids for the treatment of chronic pain. Retrieved from American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from Bernhofer, E., Hosler, R., Karius, D. (2016). Nurses written responses to pain management values education: A content analysis. Pain Management Nursing, 17(6), Centers for Disease Control. (2016). Prescribing data. Retrieved from Chan J. & Chow, K. (2014). Pain knowledge and attitudes of nursing students: A literature review. Nurse Education Today, 35(2), Ferrell, B. & McCaffery, M. (2014). Knowledge and attitudes survey regarding pain. Retrieved from: Gretarsdottir, E., Zoega, S., Tomasson, G., Sveinsdottir, H., & Gunnarsdottir, S. (2017). Determinants of knowledge and attitudes regarding pain among nurses in a university hospital: A cross-sectional study. Pain Management Nursing, 18(3), Gropelli, T. & Sharer, J. (2013). Nurses perceptions of pain management in older adults. MEDSURG Nursing, 22(6), Resources Institute of Medicine. (2011). Relieving pain in america: A blueprint for transforming prevention, care, education, and research. Washington, DC: The National Academies Press. doi: /13172 Lewis, C., Corley, D., Lake, N., Brockopp, D. (2015). Overcoming barriers to effective pain management: The use of professionally directed small group discussions. Pain Management Nursing, 16(2), Stewart, M., & Cox-Davenport, R. A., (2015). Comparative analysis of registered nurses and nursing students attitudes and use of nonpharmacologic methods of pain management. Pain Management Nursing, 16(4), Sutter Medical Center (2009). Pain management across the life span: From Pediatrics to geriatrics. Retrieved from Swafford, K. L., Miller, L. L., Herr, K., Forcucci, C., Kelly, A. M. L., & Bakerjian, D. (2014). Geriatric pain competencies and knowledge assessment for nurses in long term care settings. Geriatric Nursing, 35(6), doi: /j.gerinurse U.S. Centers for Medicare & Medicaid Services - CMS. (2017). Hospital compare. Retrieved from: Volkow, N. D. & McLellan, A. T. (2016). Opioid abuse in chronic pain Misconceptions and mitigation strategies. The New England Journal of Medicine, 374: DOI: /NEJMra Zacharoff, K. (2013). Facts about pain management: Joint commission manual update. Retrieved from: 9

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